LEAD - Learning Enhancement and Academic Development

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/14083

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Age and Nationality: Identity Tensions in Kuwait
(2024-03-26) Almnaies, Shahd; Donaghue, Helen; Tajeddin, Zia; Yazan, Bedrettin
This chapter examines identity tensions experienced by in-service female Kuwaiti English language teachers. Using a multimodal narrative approach, this chapter analyzes stories in the forms of written narratives and multimodal texts and images produced by Kuwaiti teachers to find out which identities and identity tensions are relevant to them in their working lives. In reading and responding to each other’s stories and sharing similar experiences, the participants came to an understanding that their identity struggles were due to the underlying tensions between younger and older teachers and Kuwaiti and non-Kuwaiti teachers. A significant contextual influencer was a political agenda (Kuwaitization) dividing local and non-local teachers. This chapter provides a language teacher identity perspective from Kuwait and the Middle East which is rarely heard. This study contributes a further understanding of two identity tensions: age (specifically, being young in the profession) and nationality. © 2024 selection and editorial matter, Zia Tajeddin and Bedrettin Yazan; individual chapters, the contributors.
Analysing Discourses in Teacher Observation Feedback Conferences
(Routledge, 2021-06-08) Copland, Fiona; Donaghue, Helen
This volume focuses on the post-observation feedback conference, a common feature of teacher education programs, and highlights the importance of such talk in the development and evaluation of teachers and other professionals.　　 The book adopts a linguistic ethnographic approach, which provides a framework for examining the contextual nature of the talk and how it is embedded within wider social contexts and structures, such as evaluation regimes. Drawing on data from a range of settings, including pre-service teacher education, medical education, and teacher appraisal programs, Copland and Donaghue examine the feedback conference from a range of perspectives, including face, identity and genre, and show how a nuanced understanding of discussions can support teacher trainers, supervisors and observers to provide appropriate and useful feedback. A concluding chapter brings together brief vignettes from researchers active in the field to point to future directions for further study. This book will be of particular interest to students and researchers in discourse analysis, language education, linguistic anthropology, and professional communication, as well as pre- and in-service teachers.
Becoming doctoral researchers: the role of dialogic activities in fostering community belonging
(Taylor & Francis Group, 2025-07-23) Adams, Gill; Donaghue, Helen; Turrell, Molly
The university research environment is seen as key to supporting the development of autonomous, creative and collaborative researchers, with supervisors often positioned as significant brokers, yet successful integration into research communities is challenging, particularly for early career researchers. In this paper we look beyond supervision to map the practices that support doctoral researchers to develop a sense of belonging to and participation in research communities. To elicit insights into the complexities of doctoral experiences, we deploy a somewhat novel approach comprising analysis of talk in tutorials, supplementing this with individual interviews. The findings reveal the centrality of relationships in doctoral students’ sense of belonging. Although supervisors are important in this work, this study demonstrates the complexity of doctoral experiences and the value of interactions and relationships with other human and more-than-human (e.g. texts, objects, physical and digital spaces, technologies) actors. These relationships were fostered through structured dialogic spaces and activities and various informal encounters. This study shows how these planned activities are experienced and how they interact with serendipitous events. We argue for increasing opportunities for dialogue and the use of tasks that encourage critical engagement within supportive small-group environments, to facilitate candidates’ integration into research communities.
Belonging in Higher Education
(University of the Arts London, 2020-07-22) Bunting, Liz; Currant, Neil; Hill, Vikki; Jethnani, Hansika; Moody, Jess; Riggs, Gemma; Singh, Dr Gurnam; Strayhorn, Dr. Terrell; Thomas, Liz; White, David
In this episode of Interrogating Spaces we explore the value of belonging in Higher Education. Compiling together interviews with education professionals from across the globe as well as staff and students from UAL, we get a rounded picture of key concepts and issues at play. Through these discussions, we establish the barriers and conditions of belonging and how staff can build greater communities of belonging with their students.
Belonging in Online Learning Environments
(University of the Arts London, 2020-07-31) Bunting, Liz; Hill, Vikki; Jethnani, Hansika; Moody, Jess; Riggs, Gemma; Stewart, Dr Bonnie; Strayhorn, Dr. Terrell; Thomas, Liz; White, David; Williams-Baffoe, Jennifer
Following on from the previous of interrogating spaces that explored concepts of belonging in Higher Education, we move to online learning environments. In the context of Covid-19 and the sharp move to online teaching across the globe, we hear practitioners, academics and students reflect on how we can foster and develop a sense of belonging in digital spaces. We hear about the challenges and affordances of online environments, as well as suggestions as to how we might create a sense of presence and help student feel valued.
Belonging through Assessment: Pipelines of Compassion - project report
(University of the Arts London, 2023-02-08) Hill, Vikki; Broadhead, Samantha; Bunting, Liz; da Costa, Laura; Currant, Neil; Greated, Marianne; Hughes, Peter; Mantho, Robert; Salines, Emily; Stevens, Thea
This is the project report from the QAA Collaborative Enhancement Project 'Belonging through assessment: Pipelines of compassion', led by University of the Arts London in partnership with Glasgow School of Art and Leeds Arts University.
Belonging through Compassion
(University of the Arts London, 2022) Bunting, Liz; Hill, Vikki
Belonging through compassion: Supporting hope through the design of a website for educational development and social justice
(OpenBook Publishers, 2025-07-02) Hill, Vikki; Bunting, Liz; Abegglen, Sandra; Burns, Tom; Heller, Richard; Madhok, Rajan; Neuhaus, Fabian; Sandars, John; Sinfield, Sandra; Singh, Upasana Gitanjali
This chapter advocates for a more compassionate approach to Higher Education as a pathway to achieving social justice. Central to this vision is the cultivation of belonging through relational learning communities that honour interconnectedness, shared humanity, and equitable power dynamics. Through a case study of a digital educational development platform, the authors demonstrate how compassionately designed, co-produced, dialogic, and person-centred resources can support more inclusive and humane pedagogies. They outline practical strategies for embedding an ecology of compassion within institutions and highlight the necessity of systemic, institutional commitment to challenge inequitable policies and practices in Higher Education.
Changing practice and enabling development: The impact of technology on teaching and language teacher education in UAE federal institutions
(Palgrave Macmillan, 2015) Donaghue, Helen; Farrell, Thomas S. C.
The global trend of increased technology use for information access, communication and entertainment is extending into educational settings, prompting educators to consider the role of technology and review more traditional teaching and learning methodologies. Whether or not we agree with the growing opinion that “Traditional teaching and learning methods are becoming less effective at engaging students and motivating them to achieve” (Gitsaki et al., 2013: 1), the use of technology in English language teaching and learning is increasing. Technology is moving from being a supplementary resource (e.g. language labs, Computer Assisted Language Learning) to a means of language instruction and practice, made increasingly easier by personal and mobile devices. However, it is well recognized that the successful integration of new technologies in education is dependent on teachers (Mumtaz, 2000; Albrini, 2004; Judson, 2006; Keengwe et al., 2008; Rossing et al., 2012). Their personal beliefs, assumptions and attitudes to technology will influence the acceptance, use, effectiveness and success of new initiatives; therefore, teachers who are required to implement change need sufficient time, support and training, without which they are unlikely to see the value and affordances of new technology. It is important, then, that teachers in this environment are effectively prepared for potential changes in classroom practice (Ess, 2009) and supported in ongoing learning (Abadiano & Turner, 2004; Borko, 2004).
Co-constructing positive identities in post-observation talk
(Universidad Nacional de Colombia, 2017) Donaghue, Helen; Cárdenas, Melba Libia; Basurto Santos, Nora M.
The co-construction of face and identity in post-observation feedback meetings [Oral Presentation]
(2013-05) Donaghue, Helen
Creative Mindsets – bias and belonging in the creative arts studio
(University of the Arts London, 2020-03-18) Chua, Ernestine; Firdaws, Humiraa; Hill, Vikki; Okobi, E; Simpson, Joel
This episode of interrogating spaces brings together the organisers and student and alumni facilitators of the Creative Mindsets initiative that has been running at UAL since 2017. Creative Mindsets works to improve attainment by developing growth mindsets to address stereotype threat and bias. It has delivered over 150 workshops with both staff and students in the last two years. The podcast presents a focused discussion of different aspects and occurrences of bias within the UAL learning environment and beyond. The recording gave space for honest feedback and a chance to discuss real-life experiences on the phenomenon of bias at a range of levels, from the personal to the systemic. Through this, the discussion can inform a way forward for a more empathetic teaching practice that incorporates a sense of belonging within the studio environment
Developing doctoral researcher identities through tutorial talk [Oral Presentation]
(2021-02-24) Adams, Gill; Donaghue, Helen
Developing Researcher Identity Through the PhD Confirmation
(University of Wollongong Australia, 2023-05-29) Heron, Marion; Yakovchuk, Nadya; Donaghue, Helen
The PhD confirmation, or upgrade stage, is a key requirement and rite of passage for most doctoral students. Yet despite its significance and high-stakes nature, little attention has been paid to students’ experiences of this stage of the PhD journey and how it influences the development of their researcher identity. Through semi-structured interviews with PhD students from a range of disciplines who had recently successfully completed the confirmation stage, we found that for many the confirmation stage was a catalyst for ‘feeling’ like a researcher through external validation, recognition and legitimacy. Students also developed their researcher identity through talking about their research with significant others. We argue for recognising the pivotal role the confirmation stage plays in developing doctoral students’ researcher identity and offer suggestions on how supervisors and researcher developers can support students through this transition.
Differences between supervisors’ espoused feedback styles and their discourse in post-observation meetings
(Bloomsbury, 2014-12-18) Donaghue, Helen; Howard, Amanda; Donaghue, Helen
E-Learning in action: Learning by doing
(HCT Press, 2014-11) Dowling, Sean; Donaghue, Helen; Gunn, Cindy; Raven, John; Hayhoe, Simon; Dowling, Sean; Donaghue, Helen; Gunn, Cindy; Raven, John; Hayhoe, Simon
An embedded genre-based writing pedagogy for early-stage doctoral students
(Emerald, 2025-03-10) Donaghue, Helen; Adams, Gill
Purpose Writing is crucial to doctoral students. Increasing recognition of the importance and difficulty of doctoral writing has prompted a call for doctoral students to be better supported in developing writing skills and confidence, and for writing to be taught within disciplines. This paper adds to this call by presenting and evaluating an embedded genre-based writing pedagogy for doctoral students. It focuses on early-stage doctoral researchers. Despite literature highlighting the importance of integrating doctoral students into scholarly practices from early stages of studies, there is a lack of writing research with these early-stage students. Design/methodology/approach This paper audio-recorded small group tutorials in the early stages of a professional doctorate and supplemented this data set with individual interviews with doctoral students. Data were analysed thematically. Findings In this paper, the authors report on four main findings: how genre pedagogy (1) prompted students to revise their understandings of doctoral writing, (2) inspired students to express voice and stance, (3) helped students develop a conscious awareness of writing and (4) influenced (positively) students’ identity formation and emotions. Originality/value While interest in doctoral writing has increased, there is little research about doctoral writing pedagogies for early-stage doctoral researchers. This paper also extends the literature on doctoral writing pedagogies by showing how a genre-based pedagogy helps early-stage doctoral researchers understand doctoral writing and develop their own writing via analysis of genres within their disciplinary community.
Embedding students’ academic writing development in early-career disciplinary lecturers’ practice
(2023) McGrath, Lisa; Donaghue, Helen; Negretti, Rafaella
This study proposes a theoretically grounded and resource-efficient triadic model with the aim of supporting early-career subject lecturers in learning how to understand discipline-specific academic writing and teach it to their students. The model constitutes a ‘bottom-up’ collaboration process among a subject lecturer, an English for Academic Purposes (EAP) lecturer, and an academic developer. Adopting a case study approach, qualitative data were collected at multiple points in the process and were analysed using both thematic and linguistic analysis. Results indicate that the collaboration's genre-based, dialogic and egalitarian nature enabled the subject lecturer to grow her understanding of students’ writing development. She acquired some metalanguage to conceptualise and articulate her expectations in terms of her students’ assignments and was able to co-create learning tasks. Our study contributes novel insights into debates around where and how students’ academic writing development should be delivered, and, importantly, early-career lecturers’ role in that delivery. Finally, we propose an extension of the EAP lecturers’ remit to encompass working with early-career subject lecturers in a developmental role.
Enacting Compassion during the pandemic: academic staff experiences of a No Detriment Policy on pass/ fail assessment
(Edward Elgar Publishing, 2023-07-21) Hill, Vikki; Carrigan, Mark A.; Moscovitz, Hannah; Martini, Michele; Robertson, Susan L
Engaging student teachers in reflection through microteaching and interaction
(LinguaBooks, 2017) Donaghue, Helen; Oxholm, Alice